A critical study of the presentation of Islamic dynamics in the Indian subcontinent in the ISH curriculum
DOI:
https://doi.org/10.32832/itjmie.v7i7.23934Keywords:
Islamic Education, Critical Learning, Islamic History, sejarah budaya Islam, pembelajaran kritis, subbenua india, politik identitas, historiografiAbstract
Islamic Cultural History (ISH) learning plays a crucial role in shaping students' historical awareness, critical thinking skills, and contextual understanding of Islam. However, in practice, ISH learning tends to be descriptive and memorization-oriented, thus failing to optimally develop students' analytical skills. This study aims to critically examine the presentation of material on the dynamics of Islam in the Indian subcontinent in the ISH curriculum, particularly regarding conflict, identity politics, and the influence of colonialism. This study employed a qualitative approach with a descriptive-analytical library research method. Data were obtained from curriculum documents, textbooks, and relevant scientific literature, then analyzed using critical historiography, the double movement concept, and the 'ashabiyyah concept. The results show that ISH material is still dominated by chronological narratives that emphasize political success and prominent figures, while aspects of conflict and socio-political dynamics are less discussed. Therefore, a more critical, contextual, and reflective reconstruction of learning is needed to foster students' tolerance and critical thinking skills.
Abstrak
Pembelajaran Sejarah Kebudayaan Islam (SKI) memainkan peran penting dalam membentuk kesadaran sejarah, kemampuan berpikir kritis, dan pemahaman kontekstual siswa terhadap Islam. Namun, dalam praktiknya, pembelajaran SKI cenderung bersifat deskriptif dan berorientasi pada menghafal, sehingga gagal mengembangkan kemampuan analitis siswa secara optimal. Penelitian ini bertujuan untuk mengkaji secara kritis penyajian materi mengenai dinamika Islam di anak benua India dalam kurikulum SKI, khususnya terkait konflik, politik identitas, dan pengaruh kolonialisme. Penelitian ini menggunakan pendekatan kualitatif dengan metode penelitian perpustakaan deskriptif-analitis. Data diperoleh dari dokumen kurikulum, buku teks, dan literatur ilmiah yang relevan, kemudian dianalisis menggunakan historiografi kritis, konsep gerakan ganda, dan konsep ‘ashabiyyah. Hasil penelitian menunjukkan bahwa materi SKI masih didominasi oleh narasi kronologis yang menekankan keberhasilan politik dan tokoh-tokoh terkemuka, sementara aspek konflik dan dinamika sosial-politik kurang dibahas. Oleh karena itu, diperlukan rekonstruksi pembelajaran yang lebih kritis, kontekstual, dan reflektif untuk menumbuhkan toleransi serta keterampilan berpikir kritis siswa.
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Copyright (c) 2026 Dhiya Roiha Anah, Nurhawatee Sulongsen, Fahri Hidayat, Anisa Dwi Ramadani
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